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Study on Parent's Acceptance of the Augmented Reality Use for Preschool Education.

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dc.contributor.authorCascales-Martínez, Antonia
dc.contributor.authorPérez López, David
dc.contributor.authorContero, Manuel
dc.contributor.departmentMétodos de Investigación y Diagnóstico en Educación
dc.coverage.temporal2013es
dc.date.accessioned2024-01-28T10:58:36Z
dc.date.available2024-01-28T10:58:36Z
dc.date.issued2013-11-26
dc.description©2013. This manuscript version is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/ This document is the Published, version of a Published Work that appeared in final form in Procedia Computer Science. To access the final edited and published work see https://doi.org/10.1016/j.procs.2013.11.053es
dc.description.abstractParental influence on children's development is commonly accepted as essential, while the way how parents affect preschool students’ information and communication technology (ICT) use at school needs a further exploration. This exploratory study is aimed to contribute to a better understanding of parental influence on children's Augmented Reality (AR) use at preschool education by analyzing interview data collected from parents whose children have worked at school with both; AR didactical resources and traditional didactical resources. The study identified and organized parent’ perspective into five components: motivation, knowledge, reading and writing, creativity and degree of satisfaction. The relationships among these components were often complex with intriguing similarities and differences among the participants. According to parents, the findings suggest that there are a lot of benefits in using a technological competitive tool based on AR: the integration of several components in order to achieve a common goal, the possibility of managing the execution of the exercises in several contexts, or the system availability.es
dc.formatapplication/pdfes
dc.format.extent8es
dc.identifier.citationProcedia Computer Science Volume 25, 2013, Pages 420-427
dc.identifier.doihttps://doi.org/10.1016/j.procs.2013.11.053
dc.identifier.issn1877-0509
dc.identifier.urihttp://hdl.handle.net/10201/137845
dc.languageenges
dc.publisherElsevieres
dc.relationThe Spanish Ministry Economy and Competitiveness partially supported this work (Project ref. TIN201021296-C02-01).es
dc.relation.ispartofMétodos de Investigación y Diagnóstico en Educaciónes
dc.rightsinfo:eu-repo/semantics/openAccesses
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectParental perspectiveses
dc.subjectAugmented realityes
dc.subjectPreschool studentses
dc.subjectKnowledgees
dc.subjectDegree of satisfactiones
dc.titleStudy on Parent's Acceptance of the Augmented Reality Use for Preschool Education.es
dc.typeinfo:eu-repo/semantics/articlees
dspace.entity.typePublicationes
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